A QUITE REVOLUTION: A HISTORY OF CATHOLIC EDUCATION AND THE EDUCATION OF CATHOLIC GIRLS IN KIRIBATI by Alaima Talu A thesis submitted in fulfillment for the requirements for the degree of Masters of Arts in History Copyright © by Alaima Talu School of Social Sciences Faculty of Arts and Law The University of the South Pacific December 2009 Acknowledgements I would not have been able to complete this thesis on my own. I would like to thank Professor Ian Campbell for allowing me this opportunity to do study at this level. I would like to thank my supervisors, Associate Professor Morgan Tuimaleali’ifano and Dr. Christine Weir for their invaluable assistance and support. I would like to thank Mr. Richard Smith and Ane Teilauea, for their kindness in providing me with accommodation at their homes in Suva at different times. I want to thank all those many librarians at the USP library and Pacific Collection, at the Pacific Theological College, the National Archives in Suva, the Kiribati National library and Archives on Bairiki, Tarawa, and at the USP Centre for their kind patience in helping me find what I needed. Thank you Dr. Ueantabo Neemia Mackenzie, Selafina Ioakim for the offer of a work room at the USP Centre, Tarawa. Kam aitau ao are i eta ami akoi. To my friends: fellow religious and students, I am very grateful for the prayers, your friendship, love and moral support. Special mention goes to Tui Clery, much gratitude not only for time spent reading and editing my chapters but for ‘journeying’ with me. Thank you Father Kerouanton, and to all the ex-Taborio teachers and ex-students who gave of your time to supply me with the information about the school. Lastly, to my Sisters, Sister Lucia Bwebwetake, Teena Kum Kee and all the Sisters in the community at Teaoraereke, Nabua, and to the present Provincial administration: kam rabwa for allowing me to complete this piece of work. Special thanks to Sister Margaret Sullivan and Brother Donald, FMS, for sharing with me your views on education in Kiribati and on Catholic Education. Thank you very much too Sister Margaret for the use of the OLSH Archives computer, room, and material. Last but not least, I would like to thank Professor Barrie Macdonald of Massey University and Dr. Max Quanchi of Queensland University of Technology for your interest and support of my work. iii Table of Contents Declaration.....................................................................................................................ii Acknowledgements ....................................................................................................... iii Table of Contents ...........................................................................................................iv Map of the Pacific Region ........................................................................................... viii Abstract..........................................................................................................................ix Acronyms........................................................................................................................x Chapter 1.........................................................................................................................1 Introduction .............................................................................................................1 Methodology ...........................................................................................................3 Acknowledging the Author......................................................................................4 Education and the Christian Missions ......................................................................5 Possible uses of the research ....................................................................................7 Chapter content descriptions ...................................................................................8 Chapter 2.......................................................................................................................10 Socialisation and Education in Traditional Kiribati........................................................10 Introduction ...........................................................................................................10 Definition of terms: ‘Education’ ............................................................................10 Society...................................................................................................................12 Religious beliefs ....................................................................................................14 I-Kiribati Values: The relationships between socialisation and behaviour...............15 Ways of knowing: Reciprocity, listening and speaking on the Island of Beru .........16 The significance and inheritance of land ................................................................18 Socialisation and Education style...........................................................................19 Children’s pastimes ...............................................................................................20 Gender Roles and Indigenous Education................................................................21 Chapter 3.......................................................................................................................23 The context of Mission arrivals and education 1857-1900: conflicting ideologies..........23 Introduction ...........................................................................................................23 Map of Kiribati and Tuvalu....................................................................................24 ABCFM missionaries’ arrival ................................................................................25 The Hawaiian missionaries ....................................................................................25 Adapting to life in an atoll environment: Resource scarcity and Hawaiian responses to the challenges of living in Kiribati .....................................................................29 Barriers to evangelization work .............................................................................30 Rules for behaviour established by the ABCFM.....................................................31 The London Missionary Society and the impact of Samoan Missionaries 1870s.....32 The Samoan Approach to Conversion and Evangelisation......................................33 iv Rules instituted by the LMS...................................................................................36 Samoan Missionaries and Governance...................................................................37 The Sacred Heart Mission......................................................................................37 The challenge of ministering to the scattered Catholic community in Kiribati: conflicting ideologies.............................................................................................39 Conflicts between the Catholic and Protestant Education Systems .........................42 Adapting to the needs of ministry in Kiribati – building the Catholic community...43 The arrival of the Daughters of Our Lady of the Sacred Heart – The Education of Women..................................................................................................................44 The Contribution of Priests and Brothers to Catholic Education.............................46 Conclusion.............................................................................................................47 Chapter 4.......................................................................................................................48 The Development of Catholic Education .......................................................................48 Catholic Schools: 1900-1950 .................................................................................48 The arrival of the Colonial administration and its significance with regard to education in Kiribati ..............................................................................................49 Butaritari Schools ..................................................................................................51 The Boys’ School ..................................................................................................55 St. Joseph’s College for boys, Tabwiroa ................................................................55 Marakei .................................................................................................................57 Father Cochet : the boys’ school and the printing press..........................................58 Girls’ school in Tarawa..........................................................................................58 Maiana...................................................................................................................60 Abemama - The emergence of a colonial education ‘policy’ and the significance of land to expanding education...................................................................................61 The Schools on Tabiteuea......................................................................................62 Secondary Education for Boys...............................................................................63 Girls’ school in Nonouti.........................................................................................64 Schools